Library Mission

The mission of the Westside High School library is to provide students with the skills and resources they need in order to become independent critical readers, thinkers, and information users. Everyday we push for 21st century learning skills and our program is designed to support the curriculum of Houston ISD.

Community Analysis

Ethnic and racial groups

There are a lot of recently arrivals to the US in the community. Many of the recent ones are Afghan populations and Central American populations. There is also a sizeable West African population, especially from Nigeria in this community. A lot of people move to this part of town because of the energy corridor. Since the school is right off of Highway 6, there is also a decently sized Colombian and Venezuelan population, and that is also reflected in the students at the school. 

Modes of transportation

Near the school there are several Metro stops, the metro route 158 buses right in front of the school. Many people walk or bike to and from school. The most predominant form of transportation is cars, specifically private vehicles. 

Economic levels of the population

The economic levels are quite varied. It is a mixed neighborhood with many single family dwellings, condominiums, and apartments near the school. The average property value is around 200,000. 

Education levels of the population

Once again, there is a mix of the education levels. However, almost all have graduated high school and many have some college education. 

Age distribution of the population

The age distribution of the population follows the normal distribution of a population period with the largest demographic being the young (and thus having a large base) and having fewer and fewer as the population ages. 

Housing

There a many single family homes near the school as well as multiple apartment buildings. Condominiums are quite popular in the area. 

Businesses

The Houston Energy corridor is right around the corner and the area is part of Westchase District. There are many shopping centers, restaurants, and energy/oil companies nearby.

Religious institutions

There are a variety of religious institutions nearby. These include Christian churches, Jewish synagogues, Muslim mosques, Indian temples, etc. Since Houston is such a large city, there are religious places of worship for essentially every religion. Closest to the school there are a lot of churches. 

Availability of libraries and museums

Since Houston is a large metropolitan city, there are an abundance of libraries and museums. 

Employment opportunities

Due to the proximity of the Energy Corridor, there are many employment opportunities nearby. Those are not necessarily related directly to the energy industry, but there is thriving job market. Furthermore, Houston is one of the fastest growing job markets in the state of Texas. 

School Library Goals

1.Increase print circulation by at least 50% from the previous academic school year

• Specific: To enhance the utilization of physical books and resources in the school library, we aim to achieve a 50% increase in print circulation during the upcoming academic school year. This goal is specific in targeting the circulation of print materials.

• Measurable: We will measure progress by comparing the total print circulation for the upcoming academic year with that of the previous academic year. The increase of 50% will be quantifiable and easily tracked.

• Achievable: To accomplish this goal, we will implement various strategies, including promoting featured books, organizing reading challenges, enhancing book displays, and actively engaging with teachers to incorporate library resources into their curriculum.

• Relevant: Increasing print circulation aligns with the library's mission to promote literacy and support academic excellence. It reinforces the importance of physical books in an increasingly digital world.

• Time-bound: This goal will be realized within the academic school year, with regular progress assessments conducted quarterly. By the end of the school year, we expect to have achieved the 50% increase in print circulation from the previous year's baseline.

2. Enhance digital literacy skills

• Specific: Improve students' digital literacy skills, focusing on information evaluation and digital safety.

• Measurable: Increase the percentage of students who can effectively evaluate online sources by 15% over two semesters.

• Achievable: Offer workshops, online tutorials, and resources on digital literacy.

• Relevant: Addresses the need for critical thinking in the digital age.

• Time-bound: Assess improvements in digital literacy skills quarterly.

3. Increase student engagement in library programs

• Specific: Boost student participation in library programs and activities.

• Measurable: Achieve a 20% increase in the number of students attending library-sponsored events within one semester.

• Achievable: Plan and promote a variety of engaging programs, such as author visits, book clubs, and reading challenges.

• Relevant: Fosters a sense of community and a love for reading.

• Time-bound: Evaluate program attendance and adjust strategies as needed at the end of each semester.

4. Improve reading proficiency and create book-lust

• Specific: Increase the reading proficiency of elementary school students.

• Measurable: Achieve a 10% improvement in reading assessment scores within one academic year.

• Achievable: Implement targeted reading programs, reading challenges, and individualized support.

• Relevant: Promotes literacy, a fundamental skill for academic success.

• Time-bound: Evaluate progress and outcomes at the end of the academic year.

About Makerspaces:

A Makers-What? A Makerspace! 

A makerspace is a dedicated, hand-on learning environemtn equipped with tools, materials, and technology where student can engage in creative and collaborative projects. In Dr. Kuon's book "100 Great Children's Books to Use With Makerspace Activities" she gives the line, " 'Do it Yourself' meets education" (Kuon, 2021, p. 5). It is design to foster exploration, innovation, and problem-solving through experiential learning. In the school library, it provides students a unique opportunity to bridge traditional library resources to modern STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. Doing a makerspace project leads to intense learning because of how intense and hands-on makerspaces are. While there is much discussion over whether or not there needs to be a designated space, what is essential is a maker mindset, which is very similar to the growth mindset. 

There are several educational benefits to having a makerspace in the school library. First of all, it encourages students to take command of their own learning since they need to develop critical thinking skills and creativity by engaging in practical, project-based activities. There is an intersection of formal and informal learning that happens in the makerspace and in developing a maker mindset since students collaborate as they work together on projects. It is a very involved process that includes designing, playing, tinkering, collaborating, inquiring, experimenting, and problem solving. A makerspace support hands-on learning which can make complex subjects more accessible and tangible, especially since many students may be using manipulatives for the first time. 

MAKE a goal for the MAKErspace 

Goal writing is important for several reasons. I find that a goal helps me to have a clear sense of direction and purpose so I can focus on what is actually important. Setting a goal for the makerspace will help define its mission and objectives, that way it is ensured that the makerspace aligns with the educational needs and values of its users. They also help to provide a measureable benchmark for progress and success. I have taught my own students about SMART (specific, measurable, achievable, relevant, and time-bound) goals in the past and I believe that they would also apply to the makerspace. A SMART goal would help me track the impact and effectiveness of the makerspace which makes it easier to assess whether the makerspace is meeting the intended outcomes and keep track of my progress and student progress. One last way I think goal writing is important is that it helps stakeholders understand the purpose of the makerspace and encourage their involvement and support. 

Currently at the school I now teach at, there is not a set makerspace. While I was exploring the workroom storage area, I did see many materials that seem to be left over from the previous librarian. It is possible that those were used for a previous makerspace, regardless of whether or not they were, they can definitely be used for one now. My first goal would be to foster a maker mindset because it encourages a willingness to learn, create, and grow. This would necessitate creating an environment where individuals feel empowered to explore, create, and innovate. I will explore the problem solving process with them and make sure to let them know that failure is not something to fear, but something to learn from. My next goal would be to set up a makerspace that promotes inclusivity and diversity so that the most amount of students use the 4 C's. My school campus has students that represent diverse backgrounds and gender identities and I want to make sure that the makerspace usage reflects that. In order to achieve this goal I need to have targeted outreach, the creation of projects and activities that resonate with diverse interests, and fostering a welcoming and inclusive atmosphere. Lastly, I want to establish a partnership with local industries. There are many Career and Technical Education (CTE) pathways available on my campus where students learn about specific career paths and even take certifications and do off-campus practicums. I would like to continue in those footsteps with establishing partnerships between the makerspace and local industry or business to involve in mentoring, providing resources for projects, and offering internship opportunities.

Selection of Library Materials

The school library is meant to support the school and all those in it. Therefor it is of upmost importance that there are clear selection goals for a school library. This is to ensure that the collection supports the educational AND recreational needs of students.These goal's are aligned with the school's and library's goals. 

Selection Goals

1. Support the curriculum. The primary goal of a school library is to support the curriculum and enhance classroom learning. Therefore, materials in the collection reflect the subjects and courses taught in school. 

2. Promote reading and literacy. One of the main goals of the library is to improve reading proficiency and create book-lust. In order to do that, we must encourage a love for reading by having a wide range of age-appropriate fiction and non-fiction resources.

3. Diversity and Inclusion. The collection should represent a wide range of voices, cultures, and perspectives. There is a diverse student population at the school and our collection should not only reflect that, but also give students the opportunity to explore different viewpoints and experiences. 

Selection Responsibility

There are a couple of different entities that are responsible for the selection of library materials.

• School librarian. The school librarian is the primary individual responsible for selecting and curating the library collection. They are the go-to person since they have expertise in collection development and one of their responsibilities includes evaluating and acquiring books, digital resources, periodicals, models, etc. for the library. 

• Teachers and educators. These individuals helps select materials that are directly related to the curriculum. It is important that they have a role in the selection process for such reasons. They might also recommend specific books or resources that would further support classroom instruction and learning objectives. 

• Administrators. This would include school administrators, such as the principals and school district officials. They have some oversight and approval authority. In Houston ISD we also specifically have a director of library services who they, along with their team, oversees all the school libraries in the district

Some other things to consider include granularity, resource type, and rights. 

1. Granularity is the size or level of the resource. In other words, what level of specificity is needed and appropriate.

2. Resource Type is discerning and recommending the right resource for both content and format. For example, are they in the form of audio files, eBooks, data sets, tutorials, simulations, etc. 

3. Rights has to do how we are using the resources and deals with copyright and fair use. Just because something may be OER, does not mean that it can be used in whichever which way. 

Gifts

As this school library is part of HoustonISD, any gift given to the library must follow HISD's Donation Processing Procedure. More detailed information can be found on the HISD Grant Development Donation page. 

2 forms are required:***

1. Donation Intent Form

2. Donation Letter

*** please note that while it is two forms, it is only one link to fill both out 

This is done for both monetary and in-kind donations. In-kind donations means that item(s) are being donated. All in-kind donations are also subject to selection criteria to make sure it adds value to the library. 

Controversial materials policy

"It is the responsibility of the school district to provide a wide range of materials on different levels of difficulty and representing different points of view." 

--- American Library Association (ALA)

In order to make sure that materials are chosen ethically, the school librarian will seek guidance from the American Library Association's Library Bill of Rights, the American Library Association's Code of Ethics, and the Freedom to Read Statement.

It has often been said that if a person walks into a library and doesn't find a single book that challenges their beliefs or exposes them to a new idea, then that library collection is unacceptably diverse. 

Since the school library does primarily deal with youth, we do make sure that materials are developmentally appropriate and keep the children's safety in mind.

Distribution systems will be chosen based on:

1. How accessible they are to students. For example, will multiple student population groups be able to use them. How compatible are any assistive technologies and how easily can materials be integrated with the Library Management System.

2. The budget. Libraries receive better discounts from jobbers than from publishers or producers. Do items of prices change without prior notice?

3. Processing and cataloging specifications. There are specific parameters to follow when selecting materials for the collection (see the selection criteria above) as well as keeping in line with the Houston ISD cataloging specifications. For example,  the materials should follow DDC for nonfiction and genrefication for fiction. The call numbers also follow the call numbers on Web Dewey and uses the abridged version of the number. 

4. Standing orders.  Making sure that there are standing order agreements for award winning books and for the subjects especially in line with the 

5. Online support. To make sure that there are online ordering services and offer content management and curation tools. That way it is easy to also do an analysis of the collection to see what is needed, to verify bibliographic information, curate recommended reading lists, etc. 

Circulation Policies and Procedures

Overdue items and notices

Books are overdue when they  are turned in after the 2 week time period. Every time a book is checked out of the library the date that the book is to be returned is stamped onto a date due card in the back of the book. While, there are no overdue fees, continuous overdue books will result in students being limited to only checking out one book at a time and in extreme cases, only being allowed to read the book while they are in the library. Notices are printed out and given to English teachers to be handed out once a month. Students and their grownups will also receive and email about overdue items.

Lost or damaged materials

If a book is lost or damaged, the student will assume the financial responsibility for the school library to order another copy of the book. Students are responsible for lost or damaged items. 

While there is no fee associated with overdue books, replacing an item will be calculated for how much the book cost to obtain since that is how much money it will cost to obtain a new copy of the book.
Any item that is overdue for more than 30 days will be considered lost.

E-book circulation

There is a vast collection of e-books that we have at the library. Those are accessed through MackInVia, which is available through the students' Digital Resources page underneath Library References. Students must be logged in and authenticate through Clever. These can be read on their computers OR by downloading the MackInVia phone app.

Interlibrary loan

There are some books that we may not have at the Westside High School library, but another school in the district may have. If a student wishes to check out another school's book they must talk to Ms. Barbosa in the library so that I can email the other school's librarian. Due to many of the district changes as a result of the TEA takeover, there are simply not enough libraries and/or librarians for an interlibrary loan program at this time. However, many of the district library staff are in a professional learning network with one another. 

Promotion of the Collection

1. Follow the library social media accounts

2. Join Name That Book

3. Participate in the Poetry club

4. Look at the library bulletin board

5. Attend one of our Book Talks!

6. Browse our library displays

Maintenance of the materials

Routine internal maintenance procedures 

For books and print materials

1. Replacing protective jackets

2. Repairing torn pages

3. Reinserting separated pages

4. Eliminating minor scribbling

5.  Taping and labeling spines

6. Purchasing heavily used books in library bindings

For audiovisual materials

1. Wiping CDs and DVDs

2. Storing discs and videos upright (book style) in plastic cases

3. Returning materials to storage cases immediately after use

4. Storing materials in cool, dry environments

For digital materials

1. Checking links

2. Replacing broken links or missing web pages

3. Creating backup copies of library web pages

3 aspects to maintain

1. Storage - these are stored primarily on the district's Digital Resources page through Clever access. However, because they are district servers, most of these can be found on the library website and on the library catalog AccessIt. The school librarian has administrative access to update Access It and is able to report broken/changed links to the website administrator. 

2. Access - Materials can be accessed through the digital resource archive. 

3. Preservation - Items that have value are preserved and the evidence and information about the individuals and sources where they came are preserved by the school librarian. The school librarian ensures on a monthly basis that the library catalog and other pertinent library computer data is regularly scheduled for back up. These back ups are retained for a minimum of a year. 

Other materials that need routine cleaning and maintenance

1. Tables need to be wiped at least once a week. There are library assistants that help with making sure that tables are wiped down and there is a cleaning schedule for the different sections of the library. I also have students who use the library during lunch time wipe down their own tables. 

2.  The carpets are vacuumed at least twice a month and as the need arises. This responsibility is split up between several people. The school librarian, the custodians, and students who volunteer to do so. 

3.  Re-shelving books is primarily done by the student library assistants. This is actually the main task which the assistants do. The school librarian trains them extensively on organization and shelving at the beginning of the year and a gradual release of "I do, we do, you do" occurs until they are able to do so completely independently. 

Library Facility

1. Checking behind books on shelves for food or items that may have been hidden (librarian and assistants)

2. Dusting and vacuuming (librarian, assistants, custodial staff)

3. Emptying trash cans and recycling bins (custodial staff for trash and school's Eco-club for recycling bins)

4. Changing lightbulbs (maintenance staff)

5. Removing graffiti from tabletops (librarian and custodial staff)

6. Removing gum from beneath tables (librarian and custodial staff)

7. Cleaning upholstered furniture (librarian and assistants)

These are divided up between school library staff and school custodial/maintenance staff (with work orders)

Library Temperature

Preserving the treasures within libraries requires careful attention to temperature and humidity levels. By maintaining a consistent temperature between 64°F and 72°F (18°C and 22°C) and humidity levels between 30% and 50%, libraries can enhance the longevity of their collections. 

HOWEVER, the temperature of the library is controlled by the school building administration and district administrators who have preset temperature settings. 

Fortunately, the library temperature is relatively cool and is one of the colder parts of the building which keeps it in that sweet temperature spot. There are also dehumidifiers around the library in order keep humidity low and fans to circulate air. 

Equipment

Circulation policy for equipment, as a rule, will determine how teachers are provided with the equipment they need for classroom use.  Not all equipment will circulate for the same length of time.  In determining how long teachers may keep equipment items, it is necessary to have an accurate inventory and assessment of need.  An equitable system for getting these items to teachers when needed must be established.  Secure storage is a necessity for equipment with high theft potential.

Maintenance of Equipment

The librarian will maintain all equipment in the library including computers, iPads, projectors, TVs, furniture in the library. Much of the equipment comes from HISD Technology Services and the go to contact person for that at the Westside campus is the Campus Education Tech. Currently at the time of writing this, that is Mr. Tuan Hoang "Bryan". 

Maintenance Procedures

1. Cleaning areas of heavy use

2. Using antistatic wipes on monitors and screens

3. Keeping warranties, manuals, and repaired records in an accessible file

4. Covering machines when not in use

5. Not allowing learners to transport materials

6. Keeping an area/workspace with basic tools for minor repairs

7. Doing preventative computer maintenance (like defragmentation, data back up, and virus scans)

Type of Equipment Provided

At the Westside library, the following equipment is available for teachers/staff to check out

• carts

• projectors

• external, portable DVD players

• 1 TV on wheels 

• furniture

The following equipment is available for students to use in the library:

• a computer for catalog searches

• an iPad for the self-checkout station

• a Makerspace cart

Discarding equipment procedure

Equipment will be discarded when it is no longer functional and/or the equipment has been replaced  to the new educational standard. For example, SMART boards have largely been replaced by Clever Touch technology and by Interactive White Boards (IWB). Therefore, when a current SMART (if still on the school campus) breaks down, then it is no longer fixed, but updated to the new educational technology standard at the school. 

Disposal of equipment: the how

The building manager is contacted and arrangements are made between the school librarian and the building manager. If the equipment is furniture, then the HISD furniture services is contacted for retrieval of that equipment. They also pick up a lot of outdated tech such as old SMART boards.

Inventory

The purpose of taking inventory is to obtain accurate records of the library collection. The purpose of the annual report is to furnish statistics to justify requests for funds and to evaluate services being offered.  Inventory will be performed annually as per district policy. 

All books will be due back by the end of April to provide the month of May as the time to do the school library inventory. During the last month of school, students will not be allowed to check out physical books from the library, however they may still read books in the library without checking it out.  Circulation will be limited to e-books.  The inventory will be primarily done by the school librarian, with assistance from the student library assistants, parent volunteers, and clerks. 

This is to provide ample time to complete an inventory by the annual report time of June 15th. All of the books, equipment, and digital resources will be inventoried. 

Weeding is primarily done by the school librarian throughout the academic school year. The school librarian may consult with subject-area teachers regarding specific subject areas in the library. For example, conferencing with a biology teacher regarding information the natural science section of the library (i.e. the 500s) to ensure the information is up-to-date and accurate.  If there is a need for a large-scale weeding project other school librarians and library services specialist from Houston ISD may be asked to help out. 

Criteria for Weeding

There are several factors that must be taken into account when reevaluating the existing collection. At the Westside HS library we follow the guidelines that HISD Library Services provides for weeding and recycling the school library collection at each campus:

What to Weed

This section comes straight from the HISD Library Services Manual about what to weed: 

• out-of-date, inaccurate, or misleading materials. Any title that implies currency (Today, Modern, etc.) should be examined critically. Areas that need careful examination are science, technology, medicine, geography, encyclopedias, dictionaries, atlases and all other reference materials.

• biased, condescending, patronizing, and stereotyped materials.

• worn-out and badly damaged materials. Staff should look for brittle, yellow, dirty pages; mold; ragged bindings; poor quality pictures; and loose and missing sections.

• unpopular, unused, and inappropriately placed materials. Reading tastes, interests, and curriculum emphases may have changed, or collection may have too many duplicate copies.

• textbooks; sets of textbooks, classroom sets of novels, and supplementary texts should not be on library shelves.

General Guidelines

• Retain local history, writings by local authors, materials with local settings, and materials with genealogy. 

•  Retain Caldecott and Newbery Book Award books and classics (consider replacement if in poor condition) when appropriate.

• Sets and series often have one or two volumes of special merit. Retain even though the rest of the set is discarded.

• Some older reference volumes, such as quotation books, should be kept, because later editions augment rather than supersede.

Checklist of Weeding Factors

For all materials, consider:

• Date

• Physical condition

• Additional copies

• Other books on the same subject in the collection

• Shelf-time 

• Relevance of the subject to the community

• Format

• Reading level

• Current interest in the subject matter

• Jacket or cover art (contemporary vs. outmoded)

Automated

1. Print a list of all titles in each Dewey section. Include the copyright date to assist in identifying out-of-date titles. 

2. Pull books from shelf. 

3. Place a check by books on printout to be weeded.

4. Highlight titles on printout for replacement.

5. Make shelf list card for any book retained on shelf that is not on the printout for retrospective conversion.

6. Pull pocket and book card if necessary. 

7. Stamp WITHDRAWN over ownership stamp on the inside of front and back covers and on title page to identify as discarded during the recycling process.

8. Using a permanent marker, strike through the barcode on the exterior cover. 

Recommended guidelines for subject areas of the collection

Gen. Ref: Encyclopedias, atlases, and bibliographic sources should be considered for updating after 5 years and no later than 10 years. Yearbooks and almanacs should be updated as new editions are

published.

000’s: Computer materials will become outdated quickly. Discard after 5 years. Bibliographies are seldom useful after 10 years.

100’s: Self-help psychology and guidance materials need to be discarded after 10 years. Look for dated pictures and concepts.

200’s: Discard historical and explanatory texts when superseded, older theology, old commentaries on the Bible, sectarian literature, sermons, and books on the conduct of life, popular self-help psychology, and other guides to living which are old or no longer popular. Philosophical and religious materials should be reviewed individually and as a collection to ensure various points of view are represented.

300’s: Basic sources on customs and folklore should be removed for poor physical condition, Career materials should be removed after 5 years. Check for outdated information about qualifications and requirements.

400’s: Old grammar materials and foreign language sources should be examined for dated examples and illustrations. Dictionaries differ in words included, especially slang words that have come into common usage.

500’s: Discard books with obsolete information or theories; all general works which have been superseded, unless they are classics in their field. Keep basic works of significant historical or literary value, such as Darwin’s Origin of Species or Faraday’s Chemical History of a Candle. Evaluate anything over 5 years, except botany and natural history. Pay attention to the physics, environmental issues, and astronomy sections.

600’s: 5 years will date much of the material in such fields as medicine, inventions, radio, television, business, industry and space exploration. Pets, crafts and cookbooks are used often and need to be replaced because of the condition.

700’s : Fine illustrations sources on art, music, and other fine arts may be irreplaceable. Sources that are heavily used should be discarded and replaced. Hobbies need to be updated to local trends. Various sports should be current, with duplicate copies available according to demand.

800’s: Keep literary history, unless superseded by a better title or drastic curriculum changes are made. Discard poets and dramatists no longer regarded in literary histories and no longer read; discard the works of minor novelists whose works have not been re-issued and who are no longer of interest to readers.

900’s: Most geography and travel materials become dated quickly. Discard 7 years and older. Historical materials should be examined for usage as well as bias. Discard titles that are now recorded in basic histories, historical works which are only summaries and are not authoritative.

BIO’s:  Keep collected biography unless the condition warrants replacing, but individual lives of persons whose importance is no longer great should be discarded when demand declines. Keep anything useful for local history.

Recycling/Removal of weeded materials

After the library has been weeded thoroughly. There are several different ways that books will be removed from the library collection. Depending on the specific reason that the book was weeded, there are different possibilities. For example, if a book was not weeded due to inaccurate information or inaccuracies and is still in decent condition, the books can be given away. Teachers may choose titles and students may take some home. The books can be donated to literacy programs in the Houston area or taken to a local shelter. One common place that are weeded from the collection that might be seen elsewhere are the Friends of the Houston Public Library book warehouse. 

Many of the books can also be repurposed into book art. Programs involving creating book art are always a big hit at the library! For more information and examples, please follow this link: https://programminglibrarian.org/blog/book-art-re-purposing-new-recycling.

Lastly, there will always be some percentage of books that need to discarded. For those the procedure is as follows: remove the card and pocket, remove the front and back covers and make sure withdrawn it predominately stamped on the inside pages so there is no question as to the status of the book when placed in the dumpster.

Legal and Ethical Issues regarding the collection

There are several key topics that must be considered as by the school librarian with regard to having clear policies or procedures in place to deal with these topics. Below are some of those key topics relating to legal and ethical issues.

1. Copyright and fair use compliance

2. Internet use policy

3. Intellectual freedom

4. Digital Divide

5. Privacy and Protection

First Amendment rights

In the United States, the First Amendment serves as the basis of intellectual rights and are divided into 3 major sections:

1. Freedom of religion

2. Freedom of expression

3. Freedom of association

It is also the 5th Common Belief from the American Association of School Librarians (AASL).

Intellectual freedom is every learner’s right.

"Learners have the freedom to speak and hear what others have to say, rather than allowing others to control their access to ideas and information; the school librarian’s responsibility is to develop these dispositions in learners, educators, and all other members of the learning community."

FERPA

The 1974 Family Educational Rights and Privacy Act (FERPA) which protects the confidentiality of learner education records.

Library circulation records are considered education records under FERPA and cannot generally be disclosed absent consent of the parent unless there's a "legitimate educational interest", an emergency in which information is needed to protect a learner's health and safety, or a court order/subpoena. 

Confidentiality of library records

1. Circulation records and other records identifying the names of library users are confidential. 

2. Library records are not available to any agency of state, federal, or local government except pursuant to federal, state, or local law relating to civil, criminal, or administrative discovery procedures or legislative investigative power. 

3. Supplying information about a learner's or an educator's reading habits is not appropriate. 

4. It is not ethical to provide information regarding who has a  particular book checked out. 

5. Any circulation issues should be discussed directly with the learners themselves.

Legitimate reasons to share information about materials checked out

There may be some times when the school librarian may feel compelled to violate a learner's privacy rights out of concern for their well-being.

• Educators are required by law to report suspected child abuse

• Potential dangers such as bullying or sever depression

• If a learner may be checking out information that might be used to injure themselves or someone else

Collection centered Evaluation Procedure

Mapping the Collection

This is a visual display of the strenghts and weakness of a library collection. If only a specific area of the collection is mapped, these are called emphasis maps or mini-maps. I would use this method because it is a graphic representation of the collection which has a strong visual impact. Furthermore, there are a variety of criteria by which the collection can be mapped.

• Areas of the collection often correspond with particular areas of the curriculum.

• Most library catalog systems can create reports that list each item by Dewey number or by copyright date.

• These maps can give the number of books in the collection and the average age of the books.

• Quality components, cultural representation, and diversity of reading levels can also be used in a collection mapping project.

• A collection map can show the strengths and weaknesses of the collection.

• Knowledge of the curriculum and research assignments must be obtained in order to ascertain curriculum needs. 

Applying Collection Standards

This procedure compares the collection to quantitative and qualitative recommendations that various standards, guidelines, or similar publications list. I would use this method because it provides a comparison point between the actual collection of the library to an "ideal" collection and helps to see what is excellent and what could be improved upon.

• Multiple evaluation inputs are required to assess the whole school library.

• The issuing body may be professional associations, such as the American Association of School Librarians (AASL). 

• Professional associations tend to focus on qualitative standards and a planning approach based on the needs of individual school libraries.

• Tolls such as reports and surveys from state and national programs can be used to benchmark a school collection.

• Standards from accreditation agencies typically include basic criteria for evaluation of materials, level of financial support, size and condition of the collection, and access to materials.

• Standards are typically relevant and can be a persuasive way to gain support.

Use-centered Evaluation Procedures

Circulation studies

This method can help examine the collection as a whole or any part of it. I would use this method because of how the information can help identify a multitude of aspects of the collection.

• The information gotten from circulation studies can be used to identify:

  • low-usage materials (may be ready to be removed from the collection)

  • high-usage materials (may be titles to duplicate)

  • patterns of use

  • materials favored by specific user groups

• Data can be easily arrange into categories for analysis, which is invaluable quantitative data.

• Since the circulation system is automated, data is readily available. 

• In-house use of materials is excluded so doing in-house studies is essential.

• Documented increases in circulation could justifying increased budget allocations to better meet the educational and recreational needs of the library patrons. 

• Identifying weak areas of the collection, educators and librarians can work together to identify materials to fill those gaps. 

User-opinion surveys

This method requires soliciting verbal or written responses through interviews, questionnaires, or combination. There are both informal and formal surveys/questionnaires.  I would use this because it provides library patrons a direct voice in the collection's curation and emphasizes learner participation. 

• It is important to use carefully worded questions to identify the strengths and weaknesses of the collection as perceived by the patrons. 

• Interview can provide more in-depth information. 

• While this method can be used for most types of users, it does require aggressive seeking of opinions.

• Information can reflect current user interests, but that interest may be narrower than the collection development policy.

• Formal surveys can be given to both children AND educators. 

Simulated use studies Evaluation Procedures

Citation studies

This method is useful if users of THIS collection also use other libraries. It can also be used by checking bibliographies of learners' papers or independent projects.

• The lists needed are easy to obtain from project bibliographies.

• This method relates directly to users, but is limited by the number of learners who write papers.

• The procedure is easy to apply.

• The value of this study is limited if learners only use the school collection being evaluated and not other outside collections. 

Document Delivery Tests

This method is similar to the shelf-availability study, which is a user-centered study that determines whether users are finding specific works they seek, but is done by library staff rather than the users. The purpose of this study is to assess the capability of a library to provide users with the items they need at the time they need them. I would use this study because users tend to come back to the library when we can best help our patrons and can be self-evaluative of our own skills as librarians. 

• The typical approach is to compile a list of citations that reflects users' needs and determine the time it takes to locate each item. 

• This test carries the citation study a step further. 

• The way this test is done is by determining whether the collection:

  • includes a specific title

  • whether one can locate the item

  • how long it takes to do so

• This is an objective measurement of the capability of the collection to satisy user needs, BUT a representative list may be difficult to create. 

• Tests need to be repeated and/or compared with studies conducted in other libraries in order to be meaningful.

References

Mardis, M. (2021). The Collection Program in Schools (Seventh Edition). Libraries Unlimited.